Understanding Standards-Based Education: A Practical Guide for Teachers and Administrators

Description

This comprehensive guide to standards-based education takes a collaborative and respectful stance toward teaching, learning, and accountability that both incorporates and looks beyond No Child Left Behind. Grounded in the authors' pyramid of responsibility, Understanding Standards-Based Education identifies what everyone needs to know about standards-based education, what 'most' stakeholders need to know, and what only 'some' stakeholders need to know. The authors focuses on clarifying role responsibilities and then invites effective participation by all. Among the core stakeholder-participants in the authors' system of standards-based education and accountability are students, parents, and teachers (level 1); team leaders, department chairs, and facilitators of standards-based curriculum (level 2); and principals, superintendents, and school boards//oversight committees (level 3).This invaluable resource includes: - An overview of NCLB legislation highlighting current areas of concern for all three stakeholder levels - A data-driven plan of action and assessment for transforming the traditional educational curriculum into a standards-based curriculum - Clear step-by-step instructions in every chapter to ensure sustainability of the standards-based system - The book's instructional approach incorporates best practices from direct instruction (Madeline Hunter), brain-based learning, differentiated instruction, and other core teaching methods as well as formative and summative student assessment techniques.
- Each chapter features ready-to-use templates, charts, rubrics, and checklists for stakeholders at each of the three levels of responsibility. Filled with the authors' wealth of hands-on experience, this teacher-friendly text is ideal for teachers, curriculum planners, and instructional leaders.

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About Author

Richard A. Zagranski was a teacher for 40 years at South Hadley High School, South Hadley, MA. During that time he also held the following administrative positions: English Department Chairman; District Curriculum Coordinator for English; Chairman of the Teacher Evaluation Committee; Chairman of the Reaccreditation Committee; and Chairman of the Philosophy and Objectives Committee In addition, he has been an Adjunct Instructor at both Holyoke Community College as well as at Fitchburg State College, both in Massachusetts. Currently, he is a Standards-Based Consultant working with school systems in and around the New England area. The information and techniques presented in this Guide are field-tested approaches, which he has refined through research and trial and error. William Whigham has been a teacher for over 30 years in both middle and high schools, during which time he has served as an Interim Assistant Principal, Co-Chairman of the District Curriculum Committee, Grants Manager, Director of Physical Education and Athletics, Adjunct Instructor for Student Teachers at Springfield College, Adjunct Instructor at Fitchburg State College, and Standards-Based Consultant. He is the author of the first NCLB implementation program used by the South Hadley, MA, school system. He is currently working with Springfield College, Springfield, MA, in the future teachers program bringing in accountability and assessment standards. Likewise, he serves as a Standards-Based Consultant in the New England region. Patrice Dardenne has been involved in education for over 30 years during which time he has served as Assistant Superintendent for Accountability (responsible for the development, implementation, and operation of the school system's assessment systems, data management systems, NCLB grant program, curriculum and technology initiatives), Interim Superintendent, Assistant to the Superintendent for Management Services (including professional development programs for the staff), Adjunct Instructor at American International College, Director of Special Education, and Dean of Students/Guidance Counselor. Likewise he has served as an Evaluation Consultant and an Educational Software Consultant in Monterey, California, working with the school district to institute assessment and data management services. He was just appointed to the position of Superintendent of Schools in Hatfield, Massachusetts.

Contents

List of Figures Preface Acknowledgments About the Authors 1. Introduction Relevant Versus Relative The Problems The Solution Content and Intent 2. Traditional Versus Standards-Based Education What Everyone Needs to Know What Most People Need to Know What Some People Need to Know How Do We Get There From Here Questions for Reflection Summary 3. Accountability Raise the Drawbridge, Flood the Moat Surprise, Surprise, Surprise! Accountability 101 What Everyone Needs to Know What Most People Need to Know What Some People Need to Know Summary 4. Performance Objective Touching All the Bases But Getting Thrown Out at Home What Everyone Needs to Know Defining Performance Objectives Performance Objective Tips What Everyone Needs to Know What Most People Need to Know What Some People Need to Know Summary 5. Performance Assessment What? Where? Why? How? Summative and Formative Eliminate A and D; Guess B or C What Everyone Needs to Know Assessment Strategies From Standard to Assessment What Most People Need to Know What Some People Need to Know Summary 6. Data What Is Data and From Where Does It Come? The Standards-Based Model and Data What Everyone Needs to Know Form Versus Function Simplicity Is the Key Student Portfolios What Most People Need to Know What Some People Need to Know Summary 7. Unit Design Units Create Focus What Everyone Needs to Know Aids for the Educator Measuring Success What Did You Do in School Today? What Most People Need to Know What Some People Need to Know Summary 8. Lesson Design Hey, I Just Follow the Curriculum Questions to Ask Where There's a Need, There's A Way What Everyone Needs to Know Lesson Design Steps The Transfer and Retention of Learning Lesson Design Planner What Most People Need to Know What Some People Need to Know Summary 9. Differentiation Teaching Versus Learning Differentiation Defined Learning Styles Versus Teaching Styles What Everyone Needs to Know Differentiated Step Lessons: Method 1 Sample Step Lessons Using Method 1 Differentiated Step Lessons: Method 2 Sample Step Lessons Using Method 2 Differentiated Classroom 101 What Most People Need to Know What Some People Need to Know Summary 10. Scaffolding Defining Scaffolding What Everyone Needs to Know Tools to Develop Understanding The Three P's of Scaffolding Pieces: Problems, Projects, and Presentations Model Behavior Sample Lesson With Scaffolding What Most People Need to Know What Some People Need to Know Summary 11. Instructional Grouping Grouping Defined What Everyone Needs to Know Grouping Size So, What If Grouping Strategies Are Not Working? Jump Ship or Row to Shore? What Most People Need to Know What Some People Need to Know Summary 12. Brain-Based Learning What Everyone Needs to Know The Male and Female Brains Engage the Brain Strategies for Meaningful Learning Sample Lesson Am I Doing It Right? What Most People Need to Know What Some People Need to Know Summary 13. Reporting Progress What Everyone Needs to Know What Most People Need to Know What Some People Need to Know Easy...Easier...Easiest in Grading Systems Summary Glossary References Index